Standards-Based Competency Assessments, Grades 3-11

Size: px
Start display at page:

Download "Standards-Based Competency Assessments, Grades 3-11"

Transcription

1 Standards-Based Competency Assessments, Grades 3-11 Arizona Department of Education TECHNICAL ORIGINAL RFP#: ADED DUE: December 5, 2013 ADE c/o Chief Procurement Officer, Lupita Gomez

2 Lupita Gomez Chief Procurement Officer Arizona Department of Education 1535 W. Jefferson St. Phoenix, AZ ASSESSMENT & INSTRUCTION State Services NCS Pearson, Inc N Dodge St Iowa City, IA T: F: M: E: RE: Request for Information ADED Standards Based Competency Assessment, Grades December 2013 Dear Ms. Gomez: Starting in the school year, the Arizona Department of Education (ADE) will begin to replace Arizona s Instrument to Measure Standards (AIMS) with next-generation assessments that will provide parents and educators throughout the state with rigorous new measures of student achievement, a higher bar for achieving excellence, and a more unified focus on preparing all students for college and careers. Through these actions, Arizona will take another significant step toward completing the cycle of reform initiated by Governor Brewer and her P- 20 Coordinating Council (now the Arizona Ready Council) more than four years ago. Pearson s history of support for Arizona s assessment programs stretches back to the very beginning of the AIMS program more than 15 years ago, and it has been an honor and a privilege to have played such an important role in Arizona s growth and success since that time. In fact, with more than 650 full-time and 1,500 part-time Arizona-based employees, many of whom are products of (and whose children attend) Arizona schools and postsecondary institutions, we view it as our responsibility to do all we can to help Arizona succeed. Throughout our 90-plus years in educational assessment, we have helped many other states through transitions similar in magnitude and impact as the one Arizona has now undertaken, providing consistent leadership and innovation through technology and advanced measurement research. Achieving the gains Arizona now seeks will require new assessments that reflect the increased rigor of Arizona s standards, leverage technology to provide deeper insight into students knowledge, skills, and abilities, and ultimately serve to illuminate each child s path to college and career readiness. As you prepare your Request for Proposals (RFP) to select Arizona s next assessment system, the ADE will have a wide range of options from which to choose and, as a result, a number of very important decisions to make. While the use of technology in next generation assessments allows for richer, more authentic assessment, computer-based testing presents an entirely new set of practical and logistical challenges for schools, especially in states like Arizona where high-stakes online testing is new. Testing systems must work with schools existing hardware and software environments, be easy for local technology support personnel to set up and manage, and be easy for students and teachers to use. In addition, schools or districts that lack sufficient hardware, network, or staff capacity for full online testing implementation will need the flexibility to continue testing on paper as their capabilities and experience with computer-based testing grow over time.

3 Having implemented high-stakes online testing in thousands of schools and districts in more than a dozen states over the past 13 years, we have the knowledge, experience, and insight it takes to successfully navigate these challenges. Our PearsonAccess and TestNav platforms have been specifically designed to meet the unique requirements of both paper and online testing, offering schools and districts the flexibility to simultaneously manage the demands and meet the requirements of testing in both modes. Options we can deliver or support for Arizona include: The Partnership for Assessment of Readiness for College and Career (PARCC). Schools and districts throughout Arizona will be administering PARCC field tests through PearsonAccess and TestNav in spring These same systems will also be used for the first operational administration in spring ACT Aspire. A new assessment system developed jointly by ACT, Inc. and Pearson to measure growth to college and career readiness from grade 3 through 10 in reading, writing, mathematics, and science. With the optional ACT Assessment serving as its capstone at grade 11, ACT Aspire can also be combined with ACT s Quality Core assessments to provide additional alternatives for measuring readiness through end-ofcourse achievement. Custom Assessments. Using portions of Arizona s existing item bank in combination with next-generation items licensed from Pearson or one of the two national assessment consortia, Arizona could create custom assessment blueprints to incorporate a mix of item types that would be more efficient and less costly to create, administer, and score. These assessments could then be ratcheted up as experience, capabilities, and available resources increase over time. To remain competitive, Arizona students must keep pace with their peers across the country and around the world. To facilitate their growth and progress, Arizona s assessment systems must keep pace as well. Pearson can provide Arizona with the stability it needs to move forward with confidence, and the advanced research and technology it takes to accelerate growth and achievement for all Arizona students. Regardless of the path Arizona chooses, Pearson will be there to help lead the way. I have actively followed the evolution of Arizona s education system for nearly a decade now and have had the privilege of personally supporting the success of your current assessments over the last five years. As Arizona continues to advance its education reforms, I look forward to the opportunity to continue serving the ADE any way I can. If you have any questions about the information we have provided in our enclosed response or need further information of any sort, please do not hesitate to contact me at or via at and I will be glad to assist you as quickly and efficiently as possible. Thank you for your consideration. Sincerely, Rich Young Vice President, State Services Assessment & Instruction Pearson

4 REQUEST FOR INFORMATION RFI # ADED Description: Standards-Based Competency Assessments, Grades 3-11 Due date: December 5, 2013 Time: 3:00 p.m. (mst) General Information In accordance with ARS , the State Board of Education (SBE) through the Arizona Department of Education (ADE) hereby gives notice via this Request for Information (RFI), of our desire to receive responses, feedback, suggestions and comments regarding the items set forth herein. In accordance with R2-7-G301, responses to the RFI are not offers and cannot be accepted to form a binding contract. To the extent allowed by law, information contained in a response to an RFI may be considered confidential until the procurement process is concluded or two (2) years from when the RFI s due date has elapsed, whichever occurs first. Responders are solely responsible for expenses associated with responding to the RFI. The State is under no obligation to the responders in so far as the next steps to this process are concerned. Responses to the RFI shall be submitted as follows: One (1) copy of the informational documents, in PDF format, shall be submitted to ADE, c/o Chief Procurement Officer, Lupita Gomez; by December 5, 2013 at 3:00pm, MST. SBE is issuing this Request for Information (RFI) to solicit data from vendors of educational assessments that could be used in school year as standards-based competency assessments for grades Background: A.R.S requires the SBE to adopt and implement a criterion-referenced assessment to measure pupil achievement in the board adopted academic standards in reading, writing and mathematics. In addition to meeting federal testing requirements under the Elementary and Secondary Education Act, this assessment is used for state mandated accountability measures, including Arizona s school accountability system (A.R.S ), teacher and principal evaluations (A.R.S ), and third grade retention (A.R.S ). In June 2010, the SBE adopted new English Language Arts and Mathematics standards designed to demonstrate college and career readiness and aligned with the Common Core Standards. The implementation of these new standards was phased in over several years, and the new standards will be tested for the first time in school year The SBE issues this RFI in order to better understand the assessment options that may be used as a statewide standards-based competency assessment for grades 3-11 starting in SBE welcomes responses for both existing assessments, and those under development that will be ready for implementation in The information gathered will help inform the SBE as it further develops a Request for Proposal (RFP) to procure a final assessment for use in Arizona. Arizona Department of Education Request for Information October 24, 2013 Page 1 of 4

5 Information being requested: This RFI requests that vendors provide brief descriptions and cost estimates for any existing vendor products or systems or any customized products they have developed with state(s) or other entities which meet the criteria of one or more of the components described below. This RFI is being issued to obtain information only and is not intended to result in contracts or vendor agreements with any respondent. Respondents to this RFI will not be excluded from eligibility to participate in any future requests for proposals (RFPs) based on their decision to respond to this RFI or on the content of their responses to this RFI. While we are interested in responses that encompass all functional components, we are also interested in responses that cover discrete functional components of the entire system. Please provide answers to the questions in the prescribed format and supporting materials that describe the proposed assessment and related issues. 1. Background a. Provide a brief history of the organization and its governance structure. b. Identify the individuals from the organization that will be working with Arizona officials on all aspects of the assessments implementation. 2. Overview of assessment a. Describe the assessments, the grades assessed, the subject areas included, and the formative, diagnostic and summative components. Also describe available end-of-course assessments for grades nine through eleven. b. Describe the timeline for the development of the assessments to ensure full implementation by the academic year. c. Describe how, and the degree to which, the assessments are specifically aligned to Arizona s academic standards in mathematics and English language arts (reading and writing), include any alignment studies, if available. d. Describe how the assessments results can be compared to other states criterion-referenced assessments expected to be in use beginning in the academic year. e. Describe how the assessments are aligned to college / career expectations. Describe the validation process, including the role of post-secondary education in establishing the readiness expectations. Include any alignment studies, if available. f. Describe the available accessibility features, as well as assessment accommodations for individuals with disabilities and English Language Learners. g. Describe any practice and/or sample assessments that are available. 3. Computer-based assessments a. If applicable, describe the computer-based option(s) for the administration of the assessments. b. If applicable, describe the technological specifications for the administration of the assessments. This should include specifications for computer hardware, input devices, security requirements, bandwidth, web browser requirements, and platform software. Arizona Department of Education Request for Information October 24, 2013 Page 2 of 4

6 c. Describe any available training and technical support that is available for the computer-based assessments. d. If the assessment is computer-based is there a paper / pencil option? 4. Assessment administration a. Describe the total anticipated testing time for each assessment (mathematics, reading, and writing) by grade level. If computer-based, include the calculated student to device ratio. b. Identify the anticipated testing window for each assessment by grade level. c. Describe the training needs and available training for teachers and administrators pertaining to the administration of the assessments. 5. Assessment standards setting and scoring a. Describe the standards setting process. b. If already established, describe the performance levels and the performance level descriptors for each category. c. Describe the score reports available to teachers, students and parents. The description should include: i. How the reports illustrate a student s progress on the continuum toward college and career readiness, grade by grade, and course by course; and ii. How the reports are instructionally valuable, easy to understand by all audiences, and are delivered in time to provide useful, actionable data to students, parents, and teachers. d. Describe the process and timelines for scoring the assessments. Include computer-based and pencil / paper processes and timelines, as applicable. e. Describe how scores on the assessments will be comparable to other common college/career ready assessments. 6. Assessment development a. Describe how the development of the assessments will adhere to the principles of universal design, so that the testing interface, whether paper- or technology-based, does not impede student performance. b. Describe any comparability studies between the paper/pencil and computer-based assessments. c. Describe the processes for item development. The description should include: i. How the reading and writing items will require students to demonstrate a range of higher-order, analytical thinking and performance skills in reading, writing and research based on the depth and complexity of the standards, allowing robust information to be gathered for students with varied levels of achievement; and ii. How the mathematics items will require students to demonstrate a range of performance based on the depth and complexity of the standards, allowing robust information to be gathered for students with varied levels of achievement. d. Describe the procedures used to ensure all test items are properly aligned to applicable standards and avoid bias. Include the role of state representatives in these processes. Arizona Department of Education Request for Information October 24, 2013 Page 3 of 4

7

8 Table of Contents Executive Summary... ES 1 Background Overview of Assessment Computer-Based Assessments Assessment Administration Assessment Standards Setting and Scoring Assessment Development Assessment Cost Table of Contents TOC 1

9 Executive Summary Since the origins of Arizona s first Race to the Top application in 2009, Governor Brewer s education reform agenda has consistently focused on college and career readiness as the ultimate standard by which success for all Arizona students should be defined and measured. By establishing rigorous, highquality academic standards and assessments as one of Arizona s four pillars of reform, Governor Brewer has established high expectations for achievement that educators throughout the state are working hard to fulfill. Unified in their support for Governor Brewer s reform agenda, Superintendent Huppenthal, the Arizona Department of Education (ADE), and the Arizona State Board of Education have undertaken a series of bold actions to implement some of the most fundamental changes to Arizona s education landscape since Arizona s Instrument to Measure Standards (AIMS) was introduced more than 15 years ago. Now, with Request for Information (RFI) ADED for Standards-Based Competency Assessments Grades 3 11, the ADE has entered the final stages of Arizona s transition to a new assessment system, a process that has been more than four years in the making. To inform the ADE s development of an RFP that fulfills Arizona s original reform vision, this RFI seeks important background information on reading, writing, and mathematics assessment options available for implementation in that offer the following high-level features: Alignment with Arizona s College and Career Ready Standards Options to create a more comprehensive and balanced system of formative, interim, diagnostic, endof-course, and summative assessments Options for both paper-pencil and computer-based administration Comparisons to college and career readiness indicators and measures in other states Accessibility and accommodations for students with disabilities and English language learners Reporting options to help parents and educators better understand their students needs and progress toward readiness To better prepare students for success in an increasingly competitive, global economy, states across the nation are implementing innovative new next-generation assessment systems that encompass these key features and more. However, with so many changes and so much riding on Arizona s assessment system, failure, as they say, is not an option, and parents, teachers, administrators, and support staff are understandably anxious about the many unknowns that lie ahead. Fortunately, as the ADE s current contractor for both the AIMS and Arizona s English Language Learner Assessment (AZELLA), Pearson can help deliver or support a variety of future assessment options that Executive Summary ES 1

10 fulfill Arizona s vision for a next-generation, college and career readiness assessment system while providing your stakeholders with a greater sense of comfort, confidence, and stability. These options include: The Partnership for Assessment of Readiness for College and Career (PARCC). Schools and districts throughout Arizona will be administering PARCC field tests in spring 2014 using TestNav, our proven online delivery platform, and PearsonAccess, the same online administrative portal used to manage AIMS and AZELLA. These same systems will also be used for the first operational PARCC administration in spring 2015, providing Arizona with a high degree of familiarity and continuity. Assessments from ACT, Inc. and ACT Aspire. ACT Aspire is a new assessment system developed jointly by ACT, Inc. and Pearson to measure growth to college and career readiness from grade 3 through 10 in English, reading, writing, mathematics, and science. With the optional ACT assessment serving as its capstone at grade 11, ACT Aspire can also be combined with ACT s QualityCore assessments to provide additional alternatives for measuring readiness through end-ofcourse achievement. Custom Assessments. Using portions of Arizona s existing item bank in combination with nextgeneration items licensed from Pearson or either of the two national assessment consortia, Pearson can help Arizona create custom assessment blueprints that incorporate a mix of item types designed to be more efficient and less costly to create, administer, and score. If desired, these assessments could be further ratcheted up to provide increased rigor and depth as experience, capabilities, and available resources increase over time. With each of these options, Pearson offers a common thread that Arizona can rely on, with our proven online technology, large operational capacity, comprehensive program management, and track record of success in supporting Arizona through other high-stakes transitions in the past. Coupled with our experience developing and delivering next-generation college and career readiness assessments in other states like Texas, New York, Kentucky, and Virginia, the ADE can count on receiving superior service and support from Pearson regardless of the role we play. Our Support for PARCC As a governing state in the PARCC consortium, Arizona is well familiar with the features and benefits of the PARCC assessments. Pearson is strongly committed to PARCC s success and is currently supporting the consortium through prime contracts for the Technology Readiness Tool, item development, and online test delivery and scoring. Arizona schools and districts participating in the spring 2014 paper and online field tests will have an opportunity to experience firsthand the PARCC assessments and Pearson s delivery support for PARCC, with many schools participating in online testing for the first time. If Arizona should choose to continue with the PARCC assessments in , Pearson will be on board to support a smooth transition and provide continuity to Arizona districts and schools for online test delivery. In addition, we continue to pursue opportunities that would expand our service to PARCC beyond online delivery in spring However, due to the ADE s potential role in PARCC procurements, it would be inappropriate for us to further elaborate on the PARCC assessments or speculate on the potential scope of Pearson s future support for PARCC in this response. Executive Summary ES 2

11 Teaming with ACT, Inc. and ACT Aspire The digital revolution is well underway in Arizona classrooms, so to achieve the kind of gains Arizona now seeks, the ADE needs an assessment system designed to support and promote the changes in instruction now taking place. With college and career readiness as Arizona s ultimate goal, no other company is as qualified to provide Arizona s next assessment system as ACT, whose flagship ACT assessment has served as the gold standard for college entrance nationwide for more than 50 years. Throughout its history, ACT s research-based programs and services for educational assessment, workforce development, career planning, and professional certification and licensure have become mainstays of the American educational and business landscapes. Like Pearson, ACT is deeply involved in supporting Arizona s education system, through innovative programs like the Arizona ACT Initiative sponsored by the Governor s Office of Education Innovation and Helios Education Foundation, and the Gaining Early Awareness and Readiness for Undergraduate Program (GEAR UP), a college access program offered through Northern Arizona University designed to significantly increase the number of students from low-income communities who stay in school and are prepared to succeed in postsecondary education. 1 With common origins at the University of Iowa dating back to the 1950 s, Pearson and ACT have enjoyed more than a half-century of collaboration on ACT programs, including ACT Explore, ACT Plan, ACT QualityCore, the Graduate Management Admissions Test (GMAT), and support of ACT administration as part of 13 statewide testing programs. Through our most recent collaboration, ACT and Pearson have formed a new entity, ACT Aspire, LLC, to create ACT Aspire, a next-generation assessment designed to measure growth toward college and career readiness for students in grades 3 10, with Work-Ready and ACT Composite prediction scores for students in grades 9 and 10. Launching in spring 2014, the ACT Aspire assessment system includes summative, diagnostic, and classroom-based assessments that can be used in combination with The ACT as its capstone for grade 11 and with ACT QualityCore assessments for measuring end-of-course achievement. With technology and operations support provided largely by Pearson, each of these products will be available for both paper and online administration by the spring 2015 administration. Options to Create a Custom Assessment If Arizona should determine that a shared or pre-built assessment will not fully meet the state s needs, the ADE could procure a custom assessment built to a blueprint of Arizona s own design, using a combination of high-quality, well-aligned AIMS items and items licensed from PARCC, the SMARTER Balanced Assessment Consortium, and/or Pearson. The benefits of this approach would include strong alignment with Arizona s College and Career Ready Standards and a greater ability to control content selection, cost, testing time, accommodations, reporting, and compatibility with Arizona s emerging Ed-Fi and Common Education Data Standards architecture. 1 Citation: https://nau.edu/coe/about/projects/gear-up/ Arizona Board of Regents. Northern Arizona University, Flagstaff, Arizona Executive Summary ES 3

12 Depending on the source(s) of items selected, the ADE and Pearson, working collaboratively together as we have in the past, would likely be able to assemble and deliver custom operational paper and online forms by spring In addition, there would be a strong likelihood that custom assessments built from these sources would be able to provide equivalent measures for comparability to other states results. Again, with solid operational support and proven technology from Pearson, this approach would provide for reduced risk compared other custom options and a smooth transition for all Arizona stakeholders. Proven Delivery, Powered by Pearson In addition to the significant curricular and instructional changes taking place throughout the state, one of the biggest challenges Arizona faces is the transition to online testing. Over the past decade, Pearson has implemented more than 20 online assessment programs for state and national customers, including current customers in Colorado, Florida, Georgia, Maryland, Mississippi, Tennessee, Texas, and Virginia. Our proven technology and ability to successfully manage states transitions from paper to online testing, coupled with our experience and established relationships throughout Arizona, make us well qualified to help lead your program into the future of next generation assessment. When evaluating an online test delivery system, Arizona should consider five basic criteria to determine which system is the right fit for its assessment program: Security to protect test content and prevent cheating Consistency for students to receive a fair and comparable testing experience, regardless of the hardware, software, or device they use Scalability to complete statewide testing efficiently and on time Reliability to protect students from disruptions and the potential for lost work, allowing them to focus on performing to the best of their abilities Total Cost of Ownership to reduce the local burden of preparing for and supporting testing through zero footprint, industry-standard software solutions With tens of millions of high-stakes online assessments delivered over the last decade, more than 11 million so far this year, Pearson s TestNav and PearsonAccess online platforms offer Arizona a proven solution that fulfills all of the above requirements. For each of the assessment options detailed throughout our response, Pearson provides online delivery, operational capacity, and program management support in subcontractor, partnership, and prime contractor roles, affording ADE the comfort of knowing that no matter which route you choose, your trusted ally can continue to provide Arizona with strong support and dependable service. Additional Considerations As you prepare your RFP, we would like to offer some additional considerations based on our experience in other states around the country. One such consideration is to create or maintain a more cohesive overall assessment system that encompasses all subject areas and even other types of assessments. For example, other states undergoing similar transitions are requiring that new assessments for core subjects in English language arts (ELA) and mathematics continue to be closely coordinated with legacy programs Executive Summary ES 4

13 as well as new or existing assessments in science or other subject areas. By taking a more holistic, comprehensive approach to reform, the ADE can help educators make significant advancements in foundational skills while continuing to support the importance of other subject areas. This type of integrated approach can help promote greater cross-curricular literacy, a key tenet of Arizona s new ELA standards. Maintaining a more cohesive and unified assessment system also helps reduce the overall administrative burden on schools, making it less disruptive to introduce other incremental reforms over time. Another potential consideration pertains to requirements for integration with state data systems. Given the ADE s ongoing initiative to implement the Arizona Education Learning and Accountability System (AELAS) and Arizona Education Data-driven Decision System (AzED 3 S), your RFP for a new assessment system could include specifications for operational synergies that would likely be more costly and timeconsuming to add later. Thank You With deep roots in Arizona s public education system and more than 2,000 full- and part-time Arizonabased employees, Pearson is deeply invested in your success. Regardless of what the future may bring, as citizens of Arizona s business and education community, we view it as our responsibility to do everything within our power to see that all Arizona children have a chance to succeed on their path to college and career readiness. We pledge our support to this important undertaking, and we look forward to continuing our successful relationship with you. Thank you for providing us with this opportunity. Executive Summary ES 5

14 1. Background Requirement a. Provide a brief history of the organization and its governance structure. Response About Pearson As the leading education services company, Pearson is serious about evolving how the world learns. We apply our deep education experience and research, invest in innovative technologies, and promote collaboration throughout the education ecosystem. Real change is our commitment and its results are delivered by connecting capabilities to create actionable, scalable solutions that improve access, affordability, and achievement. Pearson currently provides large-scale assessment services in more than half of US states as well as for the US Department of Education, the College Board, the National Board for Professional Teaching Standards, and for the Partnership for the Assessment of College and Career Readiness (PARCC). Pearson contracted with the Arizona Department of Education (ADE) in 1998 to create Arizona s Instrument to Measure Standards (AIMS) and helped manage the program s evolution through 2004, in compliance with the No Child Left Behind Act of In 2007, Pearson conducted a special study for the AIMS Grade 8 science assessments, comparing results from four field test forms administered both on paper and online through Pearson s TestNav system. Results showed no statistical difference in student results for tests administered in either mode. In 2013, Pearson collaborated with the ADE to introduce college and career readiness target scores into AIMS score reports. These targets, established for Arizona by the National Center for Educational Achievement (NCEA, a department of ACT, Inc.), serve as grade-level indicators of whether students are on target to graduate from high school ready for college and career. Pearson has continued to serve as the ADE s AIMS contractor since In 2004, the ADE contracted with Pearson to implement Arizona s first statewide English language proficiency assessment, the Stanford English Language Proficiency which was subsequently customized to better align with Arizona s English Language Proficiency (ELP) Standards and renamed the Arizona English Language Learner Assessment (AZELLA). In 2011, Pearson teamed with WestEd to create a third edition of the AZELLA based on Arizona s new ELP Standards, which were revised in partnership with WestEd to align with the academic expectations of Arizona s College and Career Ready Standards. 1. Background 1 1

15 With the new AZELLA, Arizona has successfully satisfied stringent new federal requirements and become the first state in the country to implement standardized, technology-based speaking assessments using artificial intelligence (AI) scoring. A World of Resources from Pearson Pearson s three main lines of business represent three key stages of learning: school, higher education, and professional. These lines of business serve markets around the world with a wide range of highquality products and services in assessment, instruction, technology platforms, and educator services. Based in London, Pearson employs approximately 36,000 people in more than 60 nations around the world, including more than 650 full-time and 1,500 part-time employees in Arizona. Pearson Organizational Chart. The State and National Services groups under Assessment & Information are part of a suite of education companies comprising Pearson Education. Douglas Kubach is President and CEO of Pearson s US Assessment and Instruction (A&I) group, a business unit of NCS Pearson Inc., of Bloomington, MN (incorporated in 1962). NCS Pearson Inc Green Valley Drive Bloomington, Minnesota NCS Pearson Inc. is owned by PN Holdings Inc., which is owned by its ultimate parent, Pearson plc (a publicly held U.K. company), or its subsidiary(ies). 1. Background 1 2

16 Senior Leadership. Pearson s senior corporate leadership team has experience and diverse skills to oversee the success of Arizona s assessment programs. The A&I leadership team represents each key area of our large-scale assessment business, setting high standards for quality, timeliness, and integrity in the measurement, operations, and technology services Pearson delivers for Arizona. Insights for Innovation Expectations for educators and students have never been higher. Students today must be prepared for a dynamic, global economy one that calls on people to use data more thoughtfully, think creatively, and work productively in teams. Pearson s Research & Innovation Network (researchnetwork.pearson.com) works toward achieving these goals in four ways: Inventing new digital technologies to support educators in adapting instruction to individual student needs Translating research into recommendations and services that help educators overcome instructional challenges Collaborating with leading experts and practitioners to conduct research and development Sharing and receiving intellectual insights during conferences, through publications, when collaborating with educational stakeholders, and by consulting with foundations on the innovations needed as education navigates its way from the pre-digital to the digital 1. Background 1 3

17 The Research & Innovation Network comprises five centers with distinct, but related, research agendas including the following: The Center for NextGen Learning and Assessment conducts research on innovative new item types, performance assessments, and scoring methods to help understand students day-to-day progress and accelerate their learning. The Center for Online Learning studies teaching and learning through virtual, blended, adaptive, and other elearning technologies through multiple devices to identify effective practices and recommend strategies for personalized, digital instruction at scale. The Center for Digital Data, Analytics, and Adaptive Learning explores new ways to use the massive amounts of data generated by online learning, gaming, and other educational technologies to assess, enable, and personalize learning without the disruption of traditional tests. The Center for College and Career Success helps develop new ways to define, measure, and track students readiness to enter college or the globally competitive workforce. The Center for Educator Effectiveness investigates and promotes new methods to measure teachers performance, develop their full potential, and achieve greater educational outcomes for their students. Each center is led by accomplished researchers who both provide intellectual leadership in the field and advise practitioners working at the front lines of education. Their work constantly informs and enhances the services we offer and provide our customers with additional opportunities for collaboration to advance their education reform programs. 1. Background 1 4

18 A History of Advancing Educational Assessment As the nation s most comprehensive provider of educational assessment products, services, and solutions, Pearson has been a trusted collaborator in district, state, and national assessments for 90 years. We help students, adults, educators, and professionals use assessment, research, and innovative technologies to promote learning and personal development while advancing academic achievement. Pearson has been a trusted collaborator in district, state, and national assessments for 90 years. New technologies have increased collaboration within and among states just as economic pressures to remain globally competitive drive efforts to make learning more effective, accessible, and personalized. In this dynamic environment, the challenge is to design comprehensive, new assessment systems that accelerate educators ability to personalize learning for every student. Leading the Way in Next Generation Assessment Innovative approaches to item development and scoring, such as the expanded use of performance tasks, computer adaptive testing, and automated scoring, are allowing us to more effectively measure what students know and can do. These next-generation assessments move beyond snapshots of student achievement to capture complex performance and track student growth over time, leveraging new digital technologies to provide richer, more timely feedback to teachers, students, parents, and policymakers. Expert Test Design, Development, and Measurement Services At Pearson, test development takes place within our Test, Measurement, and Research Services (TMRS) group rather than across several departments. Having our content experts and psychometricians in the same department facilitates communication, project planning, and close collaboration for the most efficient approach to test development. Our established processes allow our staff to develop items or work with educators to develop items that align to applicable content standards, adhere to the principles of Universal Design, and reflect best instructional practices. At Pearson, our content development and psychometric research capabilities come together to provide the following: 1. Background 1 5

19 Pearson Content Development and Psychometric Research Capabilities Multiple-choice, constructed response, and technology-based innovative item development Test blueprints Statistical analyses Item development aligned to state standards Item reviews for content, bias, and universal design Test form development, including forms adapted for online administration Student/device interaction, usability and comparability studies Automated item banking, tracking, and test forms construction Calibration, scaling, and equating using a broad array of classical and IRT-based measurement models Special studies to examine various assessment issues (e.g., comparability studies, generalizability analyses, factor analytic studies, cognitive labs) Question and Test Interoperability (QTI) and Accessible Portable Item Protocol (APIP) standards Pilot, field test, and operational test design, sampling, and data analysis Validity and reliability investigations Differential Item Analysis (DIF) and other statistical data analyses, such as item and scaling drift Standard setting Accommodated testing of English as a second language populations and examinees with disabilities Performance and automated scoring studies Preparation of technical documentation and reports Presentations of technical data in a variety of media and to various audiences, including state boards of education and state legislators Support for states as they defend and explain how they are meeting requirements of Federal Peer Review and measurement best practices Developing State Assessments. Pearson psychometricians and content development specialists support our state customers through use of sound methodologies in test development. Dr. Jon S. Twing, Pearson s Chief Measurement Officer, directs three functional teams: Measurement Services, led by Dr. Walter Denny Way Research and Innovation Network, led by Kimberly O Malley Learning Integration, led by Dean Brown Measurement Services Arizona s College and Career Ready Standards provide guidance about what students should understand and be able to do at critical points in their education.developing tests that fairly and reliably measure student learning for these new standards takes experience and capacity hallmarks of Pearson capabilities. Our item development work for the PARCC consortium has added greatly to our experience, insight, and ability to develop high-quality, innovative new items aligned with college and career ready expectations, offering Arizona a unique advantage. To support item and test development and test administration in a changing educational landscape, Pearson provides customers with the content and psychometric support shown in the following figure. 1. Background 1 6

20 Measurement Services for Pearson State Customers Initial evaluation of test items and prompts, including alignments Content development in all major subject areas, including general population, English language learners, and special needs students Incorporation of stimuli, items, and prompts into pilot and field test forms Participation in internal and external item/prompt content, bias, and data review Item/prompt scoring and subsequent analyses of pilot test data Test form development, including descriptions of test blueprints and alignment to clients learning standards, practice forms, and descriptions of their contents Accommodated versions of an assessment Quality control activities to maintain consistency across item/test form development, administration, scoring, and reporting functions Development, maintenance, and support for test security measures Securing of permissions, payment on behalf of clients, tracking, and records handoff Descriptions of test administration procedures Training and other consultation Supporting Assessment Quality. Our established processes enable our staff to develop items that align to client content standards, adhere to the principles of Universal Design, and reflect best instructional practices. To give each student the best possible opportunity to demonstrate his or her full range of knowledge and skills requires a full range of Pearson personnel including artists, content specialists, researchers, copyeditors, and fact checkers. Many of our staff hold teaching certifications and have experience teaching in K 12 classrooms. Their commitment to quality education shows in the care they give to creation, review, and production of every test item. This care results also from established processes developed over decades of assessment experience. Our procedures enable Pearson content specialists to develop items that align to client content standards, adhere to the principles of Universal Design, and reflect best practices, including the 1999 AERA, APA, and NCME Standards for Educational and Psychological Testing. Applicable APA Standards guide test development. Psychometric Services Sound methodologies and continuing research lead to assessment results that students, parents, educators, and stakeholders can trust. Pearson psychometricians, statisticians, and research personnel use sound methodologies in technical areas of test development. We are careful to consider the content, format, and context in which tests are given, as well as the potential consequences of using the test to make judgments about students and instructional practices. Many of our psychometricians are nationally recognized experts in high-stakes standards-based assessment. They participate in review and publication of peer research, and they have been consulted on revisions to the APA standards. Dr. Walter Denny Way, Senior Vice President of Psychometric and Research Services, served as a member of the joint committee that revised the AERA, APA, and NCME Standards for Educational and Psychological Testing. The APA Standards form the backbone for sound psychometric practice in educational and psychological testing, promote the sound and ethical use of tests, and provide a basis for evaluating the quality of testing practices. 1. Background 1 7

Smarter Balanced Assessment Consortium. Request for Information 2013-31. Test Delivery Certification Package

Smarter Balanced Assessment Consortium. Request for Information 2013-31. Test Delivery Certification Package Office of Superintendent of Public Instruction Smarter Balanced Assessment Consortium Request for Information 2013-31 Test Delivery Certification Package September 4, 2013 Table of Contents Introduction...

More information

Tennessee s Academic Standards in Math and English

Tennessee s Academic Standards in Math and English Tennessee s Academic Standards in Math and English Toolkit for Conversations 1 TOSS Legislative Toolkit Table of Contents Tennessee s Academic Standards in Math and English Frequently Asked Questions Talking

More information

State Transition to High-Quality, College/Career-Ready Assessments: A Workbook for State Action on Key Policy, Legal, and Technical Issues

State Transition to High-Quality, College/Career-Ready Assessments: A Workbook for State Action on Key Policy, Legal, and Technical Issues State Transition to High-Quality, College/Career-Ready Assessments: A Workbook for State Action on Key Policy, Legal, and Technical Issues Updated as of November 14, 2013 Page 1 Table of Contents Part

More information

The Condition of College & Career Readiness 2013. American Indian Students

The Condition of College & Career Readiness 2013. American Indian Students The Condition of College & Career Readiness 13 Indian Students Indian Students The Condition of College & Career Readiness 13 ACT has been measuring college readiness trends for several years. The Condition

More information

For more information about the new assessment and its benefits for Florida students, please see the attachment.

For more information about the new assessment and its benefits for Florida students, please see the attachment. WITH STUDENTS AS TOP PRIORITY, FLORIDA CHOOSES REPLACEMENT FOR FCAT ~ Florida s new assessment tool will assess student progress on new Florida Standards ~ TALLAHASSEE, Fla. Continuing historic steps to

More information

The New Common Core State Standards Assessments:

The New Common Core State Standards Assessments: The New Common Core State Standards Assessments: Building Awareness for Assistive Technology Specialists The Common Core State Standards (CCSS) in English Language Arts and Mathematics (http://www.corestandards.org/)

More information

UNITED STATES DEPARTMENT OF EDUCATION

UNITED STATES DEPARTMENT OF EDUCATION UNITED STATES DEPARTMENT OF EDUCATION February 2, 2016 Dear Chief State School Officers, I am writing to follow up on President Obama s Testing Action Plan (Plan) released in October 2015. In that plan,

More information

NGA Center for Best Practices Honor States Grant Program Phase Two Awards

NGA Center for Best Practices Honor States Grant Program Phase Two Awards NGA Center for Best Practices Honor States Grant Program Phase Two Awards Increase Course Rigor ($140,000 Grant; $40,000 Match Required) Mississippi, Oklahoma, and Pennsylvania will work with NGA and ACT

More information

2015-2016 Instructional Management Plan

2015-2016 Instructional Management Plan Greenwood Public School District Dr. Montrell Greene, Superintendent Dr. June Leigh, Director of Curriculum 2015-2016 Instructional Management Plan Greenwood Public School District Academic Education Department

More information

EXECUTIVE SUMMARY. Advancing Excellence in Technological Literacy: Student Assessment, Professional Development, and Program Standards

EXECUTIVE SUMMARY. Advancing Excellence in Technological Literacy: Student Assessment, Professional Development, and Program Standards EXECUTIVE SUMMARY Advancing Excellence in Technological Literacy: Student Assessment, Professional Development, and Program Standards 1 The International Technology Education Association and its Technology

More information

Master Work Plan Narrative Summative Version 4.1.1 as of 09/12/2011 and Version 4.2 as of 02/06/2012

Master Work Plan Narrative Summative Version 4.1.1 as of 09/12/2011 and Version 4.2 as of 02/06/2012 Purpose: This document represents the key activities of the Smarter Balanced Assessment Consortium. For each activity, the document provides the expected outcome and scope parameters. As this document

More information

Lessons from the Field: Making the Transition to Computer-Based Testing

Lessons from the Field: Making the Transition to Computer-Based Testing Lessons from the Field: Making the Transition to Computer-Based Testing October 2011 What We Know: Computer-Based Testing in PARCC States Today State First Year Offered Some /All Mandatory Delaware 2010

More information

The Virginia Reading Assessment: A Case Study in Review

The Virginia Reading Assessment: A Case Study in Review The Virginia Reading Assessment: A Case Study in Review Thomas A. Elliott When you attend a conference organized around the theme of alignment, you begin to realize how complex this seemingly simple concept

More information

HB 4150: Effects of Essential Learning Skills on High School Graduation Rates

HB 4150: Effects of Essential Learning Skills on High School Graduation Rates HB 4150: Effects of Essential Learning Skills on High School Graduation Rates Oregon Department of Education December 2014 http://www.ode.state.or.us Effects of Essential Learning Skills on High School

More information

DEPARTMENT OF CURRICULUM & INSTRUCTION FRAMEWORK PROLOGUE

DEPARTMENT OF CURRICULUM & INSTRUCTION FRAMEWORK PROLOGUE DEPARTMENT OF CURRICULUM & INSTRUCTION FRAMEWORK PROLOGUE Paterson s Department of Curriculum and Instruction was recreated in 2005-2006 to align the preschool through grade 12 program and to standardize

More information

PARCC Computer-based Field Test: Technical Resources Guide

PARCC Computer-based Field Test: Technical Resources Guide PARCC Computer-based Field Test: Technical Resources Guide Introduction In spring 2014, more than one million students in public schools across the country participated in the field testing of new computer-based

More information

Standardized Testing in Alabama and Nationwide Thomas Rains, Policy Director December 2013

Standardized Testing in Alabama and Nationwide Thomas Rains, Policy Director December 2013 aplusala.org Standardized Testing in Alabama and Nationwide Thomas Rains, Policy Director December 2013 Standardized testing serves several purposes. Tests provide feedback on a student s performance.

More information

Standards, Assessment, and Readiness: Addressing Postsecondary Transition Issues Across State Lines

Standards, Assessment, and Readiness: Addressing Postsecondary Transition Issues Across State Lines Standards, Assessment, and Readiness: Addressing Postsecondary Transition Issues Across State Lines The implementation of the Common Core Standards (CCSS) or other similar academic standards is well underway

More information

Career and Professional Education: Preparing Florida s Students for the Knowledge Economy Florida Master Plan for K-20 Education

Career and Professional Education: Preparing Florida s Students for the Knowledge Economy Florida Master Plan for K-20 Education COUNCIL FOR EDUCATION POLICY, RESEARCH & IMPROVEMENT Career and Professional Education: Preparing Florida s Students for the Knowledge Economy Florida Master Plan for K-20 Education 2005 Progress Report

More information

Race to the Top Assessment Program Spring 2013 Technical Review for the Partnership for Assessment of Readiness for College and Careers (PARCC)

Race to the Top Assessment Program Spring 2013 Technical Review for the Partnership for Assessment of Readiness for College and Careers (PARCC) Race to the Top Assessment Program Spring 2013 Technical Review for the Partnership for Assessment of Readiness for College and Careers (PARCC) July 3, 2013 Introduction In April 2013, the U.S. Department

More information

CHANGE AGENTS: HOW STATES CAN DEVELOP EFFECTIVE SCHOOL LEADERS

CHANGE AGENTS: HOW STATES CAN DEVELOP EFFECTIVE SCHOOL LEADERS CHANGE AGENTS: HOW STATES CAN DEVELOP EFFECTIVE SCHOOL LEADERS West Comprehensive Center: Building the Capacity of Principals as Instructional Leaders October 24, 2013 Warm-Up How effective are your policies

More information

My First 100 Days DoDea s strategic Way Forward

My First 100 Days DoDea s strategic Way Forward My First 100 Days DoDea s strategic Way Forward THOMAS M. BRADY Director, Department of Defense Education Activity Introduction W hen I became DoDEA s Director in March 2014, I developed and shared an

More information

Strategic Plan 2020 revision 2013

Strategic Plan 2020 revision 2013 Strategic Plan 2020 REVISION 2013 Strategic Plan 2020 REVISION 2013 Table of Contents Mission, Vision and Core Values 4 Message from the Chancellor 5 Strategic Plan 2020 7 Strategic Goals 8 Strategic

More information

Massachusetts Department of Elementary and Secondary Education. Professional Development Self- Assessment Guidebook

Massachusetts Department of Elementary and Secondary Education. Professional Development Self- Assessment Guidebook Massachusetts Department of Elementary and Secondary Education Professional Development Self- Assessment Guidebook For Teacher Professional Development Offerings Modified for use by the District and School

More information

Higher Performing High Schools

Higher Performing High Schools COLLEGE READINESS A First Look at Higher Performing High Schools School Qualities that Educators Believe Contribute Most to College and Career Readiness 2012 by ACT, Inc. All rights reserved. A First Look

More information

Colorado High School Graduation Guidelines

Colorado High School Graduation Guidelines Colorado High School Graduation Guidelines Adopted by the State Board of Education May 2013 Introduction In 2007, the General Assembly adopted H.B. 07-1118 that set forth a process for developing statewide

More information

Illinois Center for School Improvement Framework: Core Functions, Indicators, and Key Questions

Illinois Center for School Improvement Framework: Core Functions, Indicators, and Key Questions Framework: Core Functions, Indicators, and Key Questions The Core Functions and Indicators, which form the structure for the delivery and execution of (Illinois CSI) services, describe the big ideas or

More information

Texas English Language. Proficiency Assessment System (TELPAS)

Texas English Language. Proficiency Assessment System (TELPAS) Proficiency Assessment System General Information About TELPAS...206 General Information About TELPAS Reading for Grades 2 12...208 General Information About Holistically Rated TELPAS Assessments...211

More information

ACT National Curriculum Survey 2012. Policy Implications on Preparing for Higher Standards. improve yourself

ACT National Curriculum Survey 2012. Policy Implications on Preparing for Higher Standards. improve yourself ACT National Curriculum Survey 2012 Policy Implications on Preparing for Higher Standards improve yourself ACT is an independent, not-for-profit organization that provides assessment, research, information,

More information

SREB State College and Career Readiness Initiative

SREB State College and Career Readiness Initiative SREB State College and Career Readiness Initiative Teacher Development to Increase College and Career Readiness Guidelines and Promising Practices for States College and career readiness is an increasingly

More information

Testing Report and Recommendations

Testing Report and Recommendations Testing Report and Recommendations JANUARY 2015 January 15, 2015 The Honorable John Kasich Office of the Governor 77 South High Street, 30th Floor Columbus, Ohio 43215 Dear Governor Kasich and members

More information

ACT, Inc. 500 ACT Drive P.O. Box 168 Iowa City, Iowa 52243-0168 (319)337-1000

ACT, Inc. 500 ACT Drive P.O. Box 168 Iowa City, Iowa 52243-0168 (319)337-1000 STUDENT ASSESSMENTS FOR TEACHER AND PRINCIPAL EVALUATION SERVICE PROVIDER PUBLICLY-AVAILABLE SERVICE SUMMARY FORM C This form will be posted on the New York State Education Department s Web site and distributed

More information

Building Pathways to Postsecondary 2.0 Summits

Building Pathways to Postsecondary 2.0 Summits Building Pathways to Postsecondary 2.0 Summits 2014-2015 Paula Palmer, JoAnn Simser, and Pakou Yang Minnesota Department of Education Minnesota State Colleges and Universities Leading for educational excellence

More information

Illinois State Board of Education. Student Assessment Inventory for School Districts

Illinois State Board of Education. Student Assessment Inventory for School Districts Illinois State Board of Education Student Assessment Inventory for School Districts April 2015 Assessment and Accountability Illinois State Board of Education 110 North First Street Springfield, IL 62777

More information

The Condition of College & Career Readiness 2013. Indiana

The Condition of College & Career Readiness 2013. Indiana The Condition of College & Career Readiness 13 Indiana Indiana The Condition of College & Career Readiness 13 ACT has been measuring college readiness trends for several years. The Condition of College

More information

Information and Technology Literacy Framework. PreK-12

Information and Technology Literacy Framework. PreK-12 Information and Technology Literacy Framework PreK-12 Approved January 2006 Introduction to the Information and Technology Literacy Framework Background Information In 1998, the State Department of Education

More information

Virginia s College and Career Readiness Initiative

Virginia s College and Career Readiness Initiative Virginia s College and Career Readiness Initiative In 1995, Virginia began a broad educational reform program that resulted in revised, rigorous content standards, the Virginia Standards of Learning (SOL),

More information

OPERATING STANDARDS FOR IDENTIFYING AND SERVING GIFTED STUDENTS

OPERATING STANDARDS FOR IDENTIFYING AND SERVING GIFTED STUDENTS OPERATING STANDARDS FOR IDENTIFYING AND SERVING GIFTED STUDENTS Ohio Administrative Code 3301-51-15 March 2008 3301-51-15 Operating standards for identifying and serving gifted students. (A) Definitions

More information

PRO-NET. A Publication of Building Professional Development Partnerships for Adult Educators Project. April 2001

PRO-NET. A Publication of Building Professional Development Partnerships for Adult Educators Project. April 2001 Management Competencies and Sample Indicators for the Improvement of Adult Education Programs A Publication of Building Professional Development Partnerships for Adult Educators Project PRO-NET April 2001

More information

FREQUENTLY ASKED QUESTIONS ABOUT ALABAMA COLLEGE AND CAREER STANDARDS

FREQUENTLY ASKED QUESTIONS ABOUT ALABAMA COLLEGE AND CAREER STANDARDS FREQUENTLY ASKED QUESTIONS ABOUT ALABAMA COLLEGE AND CAREER STANDARDS ALABAMA DEPARTMENT OF EDUCATION Thomas R. Bice, State Superintendent of Education Frequently Asked Questions The Standards What are

More information

Area Findings Recommendations

Area Findings Recommendations I. Executive Summary At the request of Superintendent Cheryl Atkinson, Education Planners, LLC (Ed Planners) conducted an evaluation of the curricula-based programs and professional development currently

More information

2. Explain how the school will collect and analyze student academic achievement data.

2. Explain how the school will collect and analyze student academic achievement data. 14 Del. C. 512(4)-(7) 1. Explain how the school s Board and School Leadership Team will measure and evaluate LTA (LTA) will use multiple data sources to enhance student learning while focusing on the need

More information

Cisco Network Optimization Service

Cisco Network Optimization Service Service Data Sheet Cisco Network Optimization Service Optimize your network for borderless business evolution and innovation using Cisco expertise and leading practices. New Expanded Smart Analytics Offerings

More information

Educational Practices REFERENCE GUIDE. Aligned to the AdvancED Standards for Quality Schools

Educational Practices REFERENCE GUIDE. Aligned to the AdvancED Standards for Quality Schools Educational Practices REFERENCE GUIDE Aligned to the AdvancED Standards for Quality Schools Table of Contents Introduction... 3 Purpose and Direction... 4 Governance and Leadership... 5 Duties of the Governing

More information

Standards for Online Professional Development

Standards for Online Professional Development Standards for Online Guidelines for Planning and Evaluating Online Courses and Programs Southern Regional Education Board 592 10th St. N.W. Atlanta, GA 30318 (404) 875-9211 www.sreb.org For more information,

More information

Maple Lake Public School District #881. 2012 2013 Annual Report on Curriculum, Instruction and Student Achievement

Maple Lake Public School District #881. 2012 2013 Annual Report on Curriculum, Instruction and Student Achievement Maple Lake Public School District #881 2012 2013 Annual Report on Curriculum, Instruction and Student Achievement 2012-2013 Annual Report on Curriculum, Instruction, and Student Achievement OUR REPORT

More information

Oregon Framework for Teacher and Administrator Evaluation and Support Systems

Oregon Framework for Teacher and Administrator Evaluation and Support Systems Oregon Framework for Teacher and Administrator Evaluation and Support Systems Revised for 2014 2015 State Guidelines for ESEA Waiver & SB 290 OREGON DEPARTMENT OF EDUCATION 255 Capitol St, NE, Salem, OR

More information

The Historic Opportunity to Get College Readiness Right: The Race to the Top Fund and Postsecondary Education

The Historic Opportunity to Get College Readiness Right: The Race to the Top Fund and Postsecondary Education The Historic Opportunity to Get College Readiness Right: The Race to the Top Fund and Postsecondary Education Passage of the American Recovery and Reinvestment Act (ARRA) and the creation of the Race to

More information

Technology Plan Cover Sheet 2013-2015 (July 1, 2013 June 30, 2015)

Technology Plan Cover Sheet 2013-2015 (July 1, 2013 June 30, 2015) Technology Plan Cover Sheet 2013-2015 (July 1, 2013 June 30, 2015) ORGANIZATION INFORMATION District/Agency/School SAINT PAUL PUBLIC SCHOOLS (legal name): District Number: 625 Technology Plan Status The

More information

Guide for Performance Review of Educator Preparation in Rhode Island (PREP-RI)

Guide for Performance Review of Educator Preparation in Rhode Island (PREP-RI) i Guide for Performance Review of Educator Preparation in Rhode Island (PREP-RI) This Guide has been prepared to introduce Educator Preparation Providers to the Process by which their programs will be

More information

Dell Connected Learning for Schools. Transforming Education for the Digital Age

Dell Connected Learning for Schools. Transforming Education for the Digital Age Dell Connected Learning for Schools Transforming Education for the Digital Age This document was created to provide Dell s point of view for primary and secondary schools and contains the following sections:

More information

Elementary and Middle School Technology Curriculum Guidelines

Elementary and Middle School Technology Curriculum Guidelines Elementary and Middle School Technology Curriculum Guidelines Catholic Schools Office Diocese of Erie March, 2007 PHILOSOPHY STATEMENT... 1 TECHNOLOGY CURRICULUM FOUNDATION... 1 TECHNOLOGY FOUNDATION STANDARDS

More information

Adopted March 2010 ESEA REAUTHORIZATION PRINCIPLES AND RECOMMENDATIONS. A Policy Statement of the Council of Chief State School Officers

Adopted March 2010 ESEA REAUTHORIZATION PRINCIPLES AND RECOMMENDATIONS. A Policy Statement of the Council of Chief State School Officers Adopted March 2010 ESEA REAUTHORIZATION PRINCIPLES AND RECOMMENDATIONS A Policy Statement of the Council of Chief State School Officers INTRODUCTION This policy statement presents a vision for a new deal

More information

TEACH PLUS AGENDA FOR TEACHER PREPARATION REFORM

TEACH PLUS AGENDA FOR TEACHER PREPARATION REFORM TEACH PLUS AGENDA FOR TEACHER PREPARATION REFORM This agenda for teacher preparation reform was developed by a group of current and former Teach Plus Policy Fellows. We are public schools teachers in six

More information

Jersey City Public Schools 346 CLAREMONT AVENUE JERSEY CITY, NEW JERSEY 07305 (201) 915-6201 FAX (201) 915-6084

Jersey City Public Schools 346 CLAREMONT AVENUE JERSEY CITY, NEW JERSEY 07305 (201) 915-6201 FAX (201) 915-6084 Jersey City Public Schools 346 CLAREMONT AVENUE JERSEY CITY, NEW JERSEY 07305 (201) 915-6201 FAX (201) 915-6084 Office of the Superintendent Dr. Marcia V. Lyles Superintendent of Schools February, 2015

More information

Summary Report. State Implementation of Common Core State Standards. Southern Regional Education Board

Summary Report. State Implementation of Common Core State Standards. Southern Regional Education Board State Implementation of Common Core State Standards Summary Report Southern Regional Education Board SREB.org One of six benchmarking reports on progress in 15 states Inside Executive Summary page 1 Introduction

More information

2013 A-F Letter Grade Accountability System TECHNICAL MANUAL

2013 A-F Letter Grade Accountability System TECHNICAL MANUAL 2013 A-F Letter Grade Accountability System TECHNICAL MANUAL Arizona Department of Education John Huppenthal, Superintendent For more information, please contact: Research & Evaluation Section (602) 542-5151

More information

Georgia s New Tests. Language arts assessments will demonstrate: Math assessments will demonstrate: Types of assessments

Georgia s New Tests. Language arts assessments will demonstrate: Math assessments will demonstrate: Types of assessments Parents Guide to New Tests in Georgia In 2010, Georgia adopted the Common Core State Standards (CCSS) in English language arts and mathematics and incorporated them into the existing Georgia Performance

More information

Policy Guide 2015. Supporting Student-centered Learning

Policy Guide 2015. Supporting Student-centered Learning Policy Guide 2015 The Colorado Education Association s commitment to quality public schools requires that we advocate for issues vital to children and public education. It is our responsibility to work

More information

Executive Checklist to Transitioning Processes

Executive Checklist to Transitioning Processes Digital Innovation Series Executive Checklist to Transitioning Processes Building a Flexible Model The Digital Innovation Series traces the trends that are driving the digital-innovation imperative that

More information

The Massachusetts Tiered System of Support

The Massachusetts Tiered System of Support The Massachusetts Tiered System of Support Chapter 1: Massachusetts Tiered System of Support (MTSS) Overview Massachusetts has developed a blueprint outlining a single system of supports that is responsive

More information

IOWA DEPARTMENT OF EDUCATION

IOWA DEPARTMENT OF EDUCATION IOWA DEPARTMENT OF EDUCATION Guidance on the Iowa Teacher Leadership and Compensation System July 15, 2013 Overview Division VII of House File 215 establishes the Teacher Leadership and Compensation System,

More information

Technology Readiness for College and Career Ready Teaching, Learning and Assessment

Technology Readiness for College and Career Ready Teaching, Learning and Assessment Technology Readiness for College and Career Ready Teaching, Learning and Assessment As schools and districts across the country continue to move forward in implementing the Common Core State Standards,

More information

Common Core State Standards Q&A

Common Core State Standards Q&A Common Core State Standards Q&A Missouri's Learning Standards are updated regularly so that students graduate from high school with the knowledge and skills they need for success in college, other postsecondary

More information

Assessments in Arizona

Assessments in Arizona Parents Guide to new Assessments in Arizona In June 2010, Arizona adopted the Common Core State Standards (CCSS) which were customized to meet the needs of our state and released as the Arizona Common

More information

Standards help teachers ensure their students have the skills and knowledge they need to be successful by providing clear goals for student learning.

Standards help teachers ensure their students have the skills and knowledge they need to be successful by providing clear goals for student learning. FREQUENTLY ASKED QUESTIONS New Mexico and 45 other states have adopted Common Core State Standards (CCSS) for public schools, establishing state-of-the-art guidelines for teacher and student competency.

More information

TOOL KIT for RESIDENT EDUCATOR and MENT OR MOVES

TOOL KIT for RESIDENT EDUCATOR and MENT OR MOVES Get to Know My RE Observe Collect Evidence Mentor Moments Reflect Review Respond Tailor Support Provide Provide specific feedback specific Feedback What does my RE need? Practice Habits Of Mind Share Data

More information

The Opportunities and Challenges Faced in Utilising e-based Assessment. Paul Howarth - Managing Director EMEA

The Opportunities and Challenges Faced in Utilising e-based Assessment. Paul Howarth - Managing Director EMEA The Opportunities and Challenges Faced in Utilising e-based Assessment Paul Howarth - Managing Director EMEA Pearson Overview Penguin Group Pearson Plc 5.6 billion annual sales World s # 1 education business

More information

Creating Linkages Between Teacher Preparation and K 12 School Reform in Michigan

Creating Linkages Between Teacher Preparation and K 12 School Reform in Michigan Creating Linkages Between Teacher Preparation and K 12 School Reform in Michigan Dorothy VanLooy Linda Forward Introduction Teacher preparation in Michigan has received regular and focused attention over

More information

Ohio Standards for School Counselors

Ohio Standards for School Counselors Adopted by state board of education of ohio October, Ohio Standards for School Counselors Ohio Standards for School Counselors ii Contents Section I: Overview of the Ohio Standards for School Counselors...

More information

Principal Practice Observation Tool

Principal Practice Observation Tool Principal Performance Review Office of School Quality Division of Teaching and Learning Principal Practice Observation Tool 2014-15 The was created as an evidence gathering tool to be used by evaluators

More information

DENVER PUBLIC SCHOOLS. EduStat Case Study. Denver Public Schools: Making Meaning of Data to Enable School Leaders to Make Human Capital Decisions

DENVER PUBLIC SCHOOLS. EduStat Case Study. Denver Public Schools: Making Meaning of Data to Enable School Leaders to Make Human Capital Decisions DENVER PUBLIC SCHOOLS EduStat Case Study Denver Public Schools: Making Meaning of Data to Enable School Leaders to Make Human Capital Decisions Nicole Wolden and Erin McMahon 7/19/2013. Title: Making Meaning

More information

BOARD OF EDUCATION OF HOWARD COUNTY MEETING AGENDA ITEM

BOARD OF EDUCATION OF HOWARD COUNTY MEETING AGENDA ITEM Report BOARD OF EDUCATION OF HOWARD COUNTY MEETING AGENDA ITEM TITLE: Universal Design for Learning DATE: April 24, 2014 Lisa Katz, Specialist, Instructional Technology Lauri Silver, Special Educator,

More information

Assessments in Alabama

Assessments in Alabama Parents Guide to NEW Assessments in Alabama In November 2010, Alabama adopted the Common Core State Standards (CCSS) along with selected Alabama standards. The combined standards are known as the College-

More information

Achieving Results Through Genuine Leadership TM

Achieving Results Through Genuine Leadership TM Achieving Results Through Genuine Leadership TM T R A I N I N G Struggling daily with tough business issues and essential goals, organizations are prepared when genuine leaders are eager to live out the

More information

Colorado Academic Standards-Aligned Assessments

Colorado Academic Standards-Aligned Assessments Parents Guide to New Assessments IN COLORADO Colorado adopted new academic standards in 2009 and 2010 in all subject areas. Known as the Colorado Academic Standards (CAS), these standards include the Common

More information

Online courseware to meet your needs

Online courseware to meet your needs Online courseware to meet your needs Online courseware to meet your needs Plato Courseware offers rigorous and engaging courses grounded in a tradition of solid research, sound pedagogy, and applied innovation.

More information

Technology Standards for Students

Technology Standards for Students Technology Standards for Students Jennifer Burke How should students be able to use technology? Should technology standards be described separately from core content or be incorporated into it? Is technology

More information

WORLD S BEST WORKFORCE PLAN

WORLD S BEST WORKFORCE PLAN WORLD S BEST WORKFORCE PLAN ANNUAL REPORT 2014 2015 School Year South Early Learning Center, North Intermediate, Saint Peter Middle/High School 1 Saint Peter Public Schools World s Best Workforce Report

More information

Roadmap for Teacher Access to Student-Level Longitudinal Data

Roadmap for Teacher Access to Student-Level Longitudinal Data Roadmap for Teacher Access to Student-Level Longitudinal Data Key s to Ensure Quality Implementation Where are we going? Teachers have access to information about the students in their classrooms each

More information

2015-2025 Strategic Plan

2015-2025 Strategic Plan 2015-2025 Strategic Plan On behalf of the State Board for Community Colleges and Occupational Education, the 13 colleges across our System, and the many communities we serve, I am pleased to share the

More information

What are the purposes of competency-based/standards-based grading?

What are the purposes of competency-based/standards-based grading? What is competency-based grading? In a competency-based, or sometimes called standards-based system, teachers report what students know and are able to do relative to the Iowa Core and District Standards

More information

Assessments in Ohio. To date, more than 45 states and the District of Columbia have adopted the CCSS.

Assessments in Ohio. To date, more than 45 states and the District of Columbia have adopted the CCSS. Parents Guide to new Assessments in Ohio In June 2010, Ohio adopted the Common Core State Standards (CCSS). CCSS provide a consistent, clear understanding of what students are expected to learn in English

More information

Section 7: The Five-Step Process for Accommodations for English Language Learners (ELLs)

Section 7: The Five-Step Process for Accommodations for English Language Learners (ELLs) : The Five-Step Process for Accommodations for English Language Learners (ELLs) Step 1: Setting Expectations Expect English Language Learners (ELLs) to Achieve Grade-level Academic Content Standards Federal

More information

The Role of the State Higher Education Board in Teacher Education and Assessment: Initiatives of the Arizona Board of Regents

The Role of the State Higher Education Board in Teacher Education and Assessment: Initiatives of the Arizona Board of Regents The Role of the State Higher Education Board in Teacher Education and Assessment: Initiatives of the Arizona Board of Regents Thomas Wickenden State higher education boards can play a vital role in aligning

More information

Partners in. Preparation. A Survey

Partners in. Preparation. A Survey Partners in : A Survey of Educators & Education Programs Teacher training and school systems must join together to fully prepare aspiring for their first day on the job. Louisiana students are just as

More information

Emerging consensus regarding the goal of preparing all students to

Emerging consensus regarding the goal of preparing all students to www.advanc-ed.org Consistent Improvement: Emerging consensus regarding the goal of preparing all students to graduate from high school ready for college, career and citizenship confirms that policymakers

More information

The System Architecture and Tools of the Partnership for Assessment of Readiness for College and Careers. Juliette Siegfried

The System Architecture and Tools of the Partnership for Assessment of Readiness for College and Careers. Juliette Siegfried The System Architecture and Tools of the Partnership for Assessment of Readiness for College and Careers Juliette Siegfried March 2015 The System Architecture and Tools of the Partnership for Assessment

More information

Building the Future, One Child at a Time

Building the Future, One Child at a Time Natick Public Schools 13 East Central Street Natick, Massachusetts 01760 FAX (508) 647-6506 Peter Sanchioni, Ph.D. Superintendent (508) 647-6500 Building the Future, One Child at a Time Anna P. Nolin Assistant

More information

ON THE SAME PAGE EFFECTIVE IMPLEMENTATION OF COLLEGE- AND CAREER-READY STANDARDS THROUGH LABOR-MANAGEMENT COLLABORATION

ON THE SAME PAGE EFFECTIVE IMPLEMENTATION OF COLLEGE- AND CAREER-READY STANDARDS THROUGH LABOR-MANAGEMENT COLLABORATION TM ON THE SAME PAGE EFFECTIVE IMPLEMENTATION OF COLLEGE- AND CAREER-READY STANDARDS THROUGH LABOR-MANAGEMENT COLLABORATION This publication has been adapted from Assessing Implementation of the Common

More information

Bachelor of Information Technology

Bachelor of Information Technology Bachelor of Information Technology Detailed Course Requirements The 2016 Monash University Handbook will be available from October 2015. This document contains interim 2016 course requirements information.

More information

POSTSECONDARY SUCCESS OF YOUNG ADULTS: SYSTEM IMPACT OPPORTUNITIES IN ADULT EDUCATION. Executive Summary

POSTSECONDARY SUCCESS OF YOUNG ADULTS: SYSTEM IMPACT OPPORTUNITIES IN ADULT EDUCATION. Executive Summary POSTSECONDARY SUCCESS OF YOUNG ADULTS: SYSTEM IMPACT OPPORTUNITIES IN ADULT EDUCATION Executive Summary Young adults who come through adult education are among the most under represented students in postsecondary

More information

Transition Planning for Next-Generation Assessments

Transition Planning for Next-Generation Assessments Transition Planning for Next-Generation Assessments CONDUCT NEEDS ANALYSIS DEVELOP TRANSITION STRATEGY ENSURE INTEROPERABILITY COMMUNICATE PROACTIVELY ANTICIPATE ONGOING CHANGE Create a detailed assessment-design

More information

University of Massachusetts Lowell Graduate School of Education Issues, Mandates, and Ethics in Special Education - 05.

University of Massachusetts Lowell Graduate School of Education Issues, Mandates, and Ethics in Special Education - 05. University of Massachusetts Lowell Graduate School of Education Issues, Mandates, and Ethics in Special Education - 05.502 Spring 2013 Instructor: Ellen J. OʼBrien, Ed.D. Phone: 413.441.2455 (cell) Email:

More information

Comprehensive Reading Plan K-12 A Supplement to the North Carolina Literacy Plan. North Carolina Department of Public Instruction 2013-2014

Comprehensive Reading Plan K-12 A Supplement to the North Carolina Literacy Plan. North Carolina Department of Public Instruction 2013-2014 Comprehensive Reading Plan K-12 A Supplement to the North Carolina Literacy Plan North Carolina Department of Public Instruction 2013-2014 1 TABLE OF CONTENTS INTRODUCTION PAGE 3 NCDPI PAGE 4 STANDARDS-BASED

More information

Instructional Improvement Systems. Planning and Implementation Guide

Instructional Improvement Systems. Planning and Implementation Guide Instructional Improvement Systems Planning and Implementation Guide March June 2014 Table of Contents Section 1. Introduction...4 How to Use This Guidebook... 4 What is an Instructional Improvement System?...

More information

74% 68% 47% 54% 33% Staying on Target. ACT Research and Policy. The Importance of Monitoring Student Progress toward College and Career Readiness

74% 68% 47% 54% 33% Staying on Target. ACT Research and Policy. The Importance of Monitoring Student Progress toward College and Career Readiness Staying on Target ACT Research and Policy The Importance of Monitoring Student Progress toward Research Brief 74% Percentage of ACT-tested 11 high school graduates took a core curriculum in high school

More information

3. Why did the Department decide to require the statewide use of core instructional materials?

3. Why did the Department decide to require the statewide use of core instructional materials? Hawaii Common Core Instructional Materials Overview and FAQ 1. What is the Hawaii Common Core? The Hawaii Common Core standards define the knowledge and skills students need to succeed in college and careers

More information